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Title: Ontario Teachers' Manuals: Literature Author: Ontario Ministry of Education Release Date: April 2, 2008 [EBook #24974] Language: English Character set encoding: ISO-8859-1 *** START OF THIS PROJECT GUTENBERG EBOOK ONTARIO TEACHERS MAN.: LITERATURE ***
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ONTARIO TEACHERS' MANUALS
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LITERATURE
Emblem
AUTHORIZED BY THE MINISTER OF EDUCATION
TORONTO
THE COPP, CLARK COMPANY, LIMITED
COPYRIGHT , CANADA, 1916, THE MINISTER
OF
BY
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E DUCATION
FOR
ONTARIO
REPRINTED , 1916, 1917.
CONTENTS
PAGE
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C OURSE OF STUDY—D ETAILS C HAPTER I Introduction What is Literature? The Qualities that Appeal to Children at Different Ages In Junior Forms In Senior Forms (Books III and IV) Complete Wholes versus Extracts Correlation of Literature with Nature Study, Geography, History, and Art Aims in Teaching Literature General Principles Applicable in the Teaching of Literature C HAPTER II Methods In Junior Forms Memorization In Senior Forms Teacher's Preparation Preparation of Pupils Presentation Value of Oral Reading in the Interpretation and Appreciation of Literature Development of the Main Thought Minute Analysis Allusions Imagery Literature of Noble Thought Recapitulation
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5 7 7 10 11 12 14 16
19 20 22 22 23 26 27 29 31 32 33 35 36
Mistakes in Teaching Literature Extensive Reading C HAPTER III Illustrative Lessons Pantomime Little Miss Muffet Dramatization Little Boy Blue The Story of Henny Penny Wishes Indian Lullaby C HAPTER IV. FORM I: SENIOR Illustrative Lessons The Wind and the Leaves Piping Down the Valleys Wild The Baby Swallow The Brook C HAPTER V. FORM II Illustrative Lessons My Shadow One, Two, Three Dandelions The Blind Men and the Elephant The Lord is my Shepherd C HAPTER VI. FORM III Illustrative Lessons Hide and Seek An Apple Orchard in the Spring Little Daffydowndilly Moonlight Sonata Lead, Kindly Light Lead, Kindly Light C HAPTER VII. FORM IV Illustrative Lessons Judah's Supplication to Joseph Mercy Morning on the Lièvre Dickens in the Camp Dost Thou Look Back on What Hath Been Waterloo Three Scenes in the Tyrol C HAPTER VIII Supplementary Reading South-West Wind, Esq. A Christmas Carol
37 39
42 43 44 46 47
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50 52 54 56
59 62 64 67 71
74 76 78 83 87 89
93 98 101 105 112 117 122
131 135
The Lady of the Lake C HAPTER IX Selections for Memorization
139
145
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LITERATURE PUBLIC AND SEPARATE SCHOOL COURSE OF STUDY
DETAILS FORM I
A. SELECTIONS FROM THE ONTARIO R EADERS B. SUPPLEMENTARY R EADING AND MEMORIZATION : Selection may be made from the following: I. To be Read to Pupils: 1. N URSERY R HYMES : Sing a Song of Sixpence; I Saw a Ship a-Sailing; Who Killed Cock Robin; Simple Simon; Mary's Lamb, etc. Consult Verse and Prose for Beginners in Reading; Riverside Literature Series, No. 59, 15 cents. 2. FAIRY STORIES : Briar Rose, Snow-white and Rose-red—Grimm; The Ugly Duckling—Andersen; Cinderella, The Sleeping Beauty in the Wood —Perrault; Beauty and the Beast—Madame de Villeneuve; The Wonderful Lamp—Arabian Nights' Entertainments. Consult Fairy Tales Every Child Should Know , by H. W. Mabie. Grosset & Dunlap, 50c. 3. FOLK STORIES : Whittington and His Cat; The Three Bears. 4. FABLES: Selections from Æsop and La Fontaine. Consult Fables and Folk Stories , by Scudder, Parts I and II; Riverside Literature Series, Nos. 47, 48, 15 cents each. II. To be Read by Pupils: Fables and Folk Stories—Scudder; A Child's Garden of Verses (First Part) —Stevenson; Readers of a similar grade. III. To be Memorized by Pupils:
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1. MEMORY GEMS : Specimens of these may be found in the Public School Manuals on Primary Reading and Literature. 2. FROM THE R EADERS: Morning Hymn; Evening Prayer; The Swing; What I Should Do; Alice.
FORM II
A. SELECTIONS FROM SECOND R EADER B. SUPPLEMENTARY R EADING AND MEMORIZATION : Selection may be made from the following: I. To be Read to Pupils: 1. N ARRATIVE POEMS: John Gilpin—Cowper; Lucy Gray—Wordsworth; Wreck of the Hesperus—Longfellow; Pied Piper of Hamelin—Browning; May Queen—Tennyson; etc. Consult The Children's Garland, Patmore. The Macmillan Co., 35 cents. 2. N ATURE STORIES: Wild Animals I Have Known, Lives of the Hunted —Thompson-Seton; The Watchers of the Trails—Roberts. 3. FAIRY STORIES : Fairy Tales Every Child Should Know—H. W. Mabie. 4. OTHER STORIES: Selections from the Wonder Book—Hawthorne; Jungle Book—Kipling; Gulliver's Travels—Swift; Alice in Wonderland —Carroll; Robinson Crusoe—Defoe; The Hall of Heroes—Royal Treasury of Story and Song, Part III, Nelson & Sons. II. To be Read by Pupils: A Child's Garden of Verses—Stevenson; The Seven Little Sisters—Jane Andrews; Fifty Famous Stories Retold—Baldwin. III. To be memorized by Pupils: (A minimum of six lines a week) FROM THE R EADER: A Wake-up Song; Love; The Land of Nod; One, Two, Three; March; Abide with Me; The New Moon; The Song for Little May; The Lord is my Shepherd; Lullaby—Tennyson; Indian Summer; proverbs, maxims, and short extracts found at the bottom of the page in the Readers.
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FORM III
A. SELECTIONS FROM THIRD R EADER B. SUPPLEMENTARY R EADING AND MEMORIZATION : Selection may be made from the following: The King of the Golden River—Ruskin; Tanglewood Tales—Hawthorne; The Heroes—Kingsley; Adventures of Ulysses—Lamb; Squirrels and Other Fur-bearers—Burroughs; Ten Little Boys who Lived on the Road from Long Ago till Now—Jane Andrews; Hiawatha —Longfellow; Rip Van Winkle—Irving; Water Babies—Kingsley. To be Memorized by Pupils: (A minimum of ten lines a week) FROM THE R EADER: To-day—Carlyle; The Quest—Bumstead; Hearts of Oak—Garrick; A Farewell—Kingsley; An Apple Orchard in the Spring—Martin; The Charge of the Light Brigade—Tennyson; Lead, Kindly Light —Newman; The Bugle Song—Tennyson; Crossing the Bar —Tennyson; The Fighting Téméraire—Newbolt; Afterglow—Wilfred Campbell; proverbs, maxims, and short extracts.
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FORM IV
A. SELECTIONS FROM FOURTH R EADER B. SUPPLEMENTARY R EADING AND MEMORIZATION : Selections may be made from the list prepared annually by the Department of Education.
LITERATURE
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CHAPTER I
INTRODUCTION
It is the purpose of this Manual to present the general principles on which the teaching of literature is based. It will distinguish between the intensive and the extensive study of literature; it will consider what material is suitable for children at different ages; it will discuss the reasons for various steps in lesson procedure; and it will illustrate methods by giving, for use in different Forms,
lesson plans in literature that is diverse in its qualities. This Manual is not intended to provide a short and easy way of teaching literature nor to save the teacher from expending thought and labour on his work. The authors do not propose to cover all possible cases and leave nothing for the teacher's ingenuity and originality.
WHAT IS LITERATURE?
Good literature portrays and interprets human life, its activities, its ideas and emotions, and those things about which human interest and emotion cluster. It gives breadth of view, supplies high ideals of conduct, cultivates the imagination, trains the taste, and develops an appreciation of beauty of form, fitness of phrase, and music of language. The term Literature as used in this Manual is applied especially to those selections in the Ontario Readers which possess in some degree these characteristics. Such selections are unlike the lessons in the text-books in grammar, geography, arithmetic, etc. In these the aim is to determine the facts and the conclusions to which they lead. Even in the Readers, there are some lessons of which this is partly true. For instance, the lesson on Clouds, Rains, and Rivers, by Tyndall, is such as might be found in a text-book in geography or science. Here the information alone is viewed as valuable, and the pupil will probably supplement what he has learned from the book by the study of material objects and natural phenomena. When this lesson is to be studied, the pupil should be taught not only to understand thoroughly what the author is expressing by his language, but also to appreciate the clearness and force with which he has given his message to the world. The pupil should be called upon to examine the author's illustrations, his choice of words, and his paragraph and sentence structure. Each literature lesson in the Reader has some particular force, or charm of thought and expression. There is found in these lessons, not only beauty of thought and feeling, but artistic form as well. In the highest forms of literature, the emotional element predominates, and it should be one to which all mankind, to a greater or less degree, are subject. It is the predominance of these emotional and artistic elements which makes literature a difficult subject to teach. The element of feeling is elusive and can best be taught by the influence of contagion. There is usually less difficulty about the intellectual element, that is, about the meaning of words and phrases, the general thought of the lesson, and the relation of the thoughts to one another and to the whole.
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THE QUALITIES THAT APPEAL TO CHILDREN AT DIFFERENT AGES
This is a psychological problem which can be solved only by a study of the interests and capacities of the children. These interests vary so greatly and make their appearance at such diverse periods in different individuals and in the two sexes, that it is a difficult matter to say with any definiteness just what qualities of literature appeal to children at any particular age. Moreover, the children's environment and previous experiences have a great deal to do in determining these interests and capacities. There are, however, certain
characteristics of different periods of childhood which are fairly universal, and which may, therefore, be taken as guiding, determining factors in the selection of suitable literature.
JUNIOR FORMS
1. One of the most striking characteristics of young children is the activity of their imagination. They endow their toys with life and personality; they construct the most fantastic and impossible tales; they accept without question the existence of supernatural beings. The problem for the teacher is to direct this activity of imagination into proper fields, and to present material which will give the child a large store of beautiful images—images that are not only delightful to dwell upon, but are also elevating and refining in their influence upon character. The fairy tale, the folk tale, and the fable, owe their popularity with young children to the predominance of the imaginative element. The traditionary fairy tales and folk stories are usually more suitable than those that appear in teachers' magazines and modern holiday books for children. The hardest thing for the educated mind to do is to write down to the level of children without coddling or becoming cynical. The old tales are sincere, simple, and full of faith. They are not written for children, but are the romance of the people with whom they came into existence, and they have stood the test of ages. The myth is usually not suitable for young children, as it is a religious story having a symbolic meaning which is beyond their interpretation. If it is used at all, only the story in it should be given. 2. Stories of adventure, courage, and the defence of the helpless appeal very strongly to young children. Even the cruelties and crudities of Bluebeard, Ali Baba and the Forty Thieves , and Aladdin and his Wonderful Lamp do not alarm or repel children very much, owing to their lack of experience in these matters. Stories based on the love of the sexes are unsuitable for children of this age, although it constitutes the chief element in stories for older people. 3. The child is also interested in stories of simple games, of animals and birds, and of the material world on which so much of his happiness depends. These stories are corrective of the desire which characterizes some children for too many fairy stories. The fairy story and the nature story should be alternated, so that the child's interests may be imaginative without becoming visionary, and practical without becoming prosaic. 4. Most children have a keen sense of the musical qualities of verse. The child of two years of age will give his attention to the rhythm of the nursery rhyme when the prose story will not interest him. The consideration and analysis of these musical qualities should be deferred for years; but it is probable that the foundation for a future appreciation of poetry is often laid by an acquaintance with the rhymes of childhood. 5. The element of repetition appeals strongly to children. In this lies the attractiveness of the "cumulative story", in which the same incident, or feature, or form of expression is repeated again and again with some slight modification; for example, the story of Henny Penny , The Gingerbread Boy ,
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and The Little Red Hen. The choruses and the refrains of songs are pleasant for this reason. Silverlocks and the Three Bears is an example of a story that has many attractive features. Silverlocks is an interesting girl, because she is mischievous and adventurous. The pupils know a good deal about bears and wild animals from picture books, stories, and perhaps the travelling menageries. The bears have all proper names—Rough Bruin, Mammy Muff, and Tiny; this gives an air of reality to the story. The bears speak in short, characteristic sentences. Silverlocks runs away from home, goes into the woods, and finds a lonely house which is the home of the bears. They are not at home, so she enters. These actions suggest mystery and adventure. The construction of the story shows two chief divisions, with three subdivisions. The second division begins with the return of the bears. They find the soup has been tasted, the chairs disturbed, and the beds rumpled; their conversation is interesting, and their tones characteristic. Tiny, the little bear, suffers most; he enlists the sympathy of the children, as he has lost his dinner and his chair is broken. He discovers Silverlocks, but she escapes and "never runs away from home any more".
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SENIOR FORMS (BOOKS III AND IV)
1. In these Forms, the pupil's imagination is still strong, though less fantastic and under better control, and hence stories involving a large element of imagination retain their charm at this stage. The myth, and longer and more involved fairy tales, such as Ruskin's King of the Golden River , Hawthorne's Wonder Book , and Kingsley's Greek Heroes , are read with avidity. 2. Stories involving a number of incidents are wonderfully attractive. This is due to the pupil's instinctive interest in action and personality. Children are more deeply interested in persons who do things than in those who become something else than they were. A description of some evolution of character very soon palls, but a stirring tale of heroic deeds exerts a powerful fascination. This explains the attractiveness of the hero tale, the story of adventure, and the stirring historical narrative. The action should have the merit of artistic moderation. Stories in which there is a carnival of action, for example, the "dime thriller", under whose spell so many boys fall, must be avoided. Literature that leaves the mind so feverish that the pupil loses interest in other subjects is worse than no literature. The easiest way to prevent a taste for this injurious kind, is to give the pupil an acquaintance with works descriptive of noble deeds and virile character. An interest in epic poetry or the historical novel may be developed from the child's instinctive interest in action. Tennyson's Passing of Arthur , Arnold's Sohrab and Rustum, Longfellow's Evangeline and King Robert of Sicily , and Scott's Ivanhoe will be read with keen enjoyment. The force and beauty of the language, the faithfulness of the descriptions to life, the historical setting, the lofty imagery, and the logical development will arouse a healthy mental appetite that will find no pleasure in the worthless story of sensation and vulgar incident, or even in some badly constructed compositions of historical adventure.
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3. The pupils of the Senior Forms show even more striking interest in animals, pets, and wild creatures than do the pupils of the Junior Forms. To this natural interest is due the engrossing character of nature study. To it is also due the satisfaction arising from the reading of some of the many nature stories that have appeared in recent years. Thompson-Seton's Wild Animals I have Known and Lives of the Hunted , and Roberts' The Watchers of the Trails are excellent examples of this class.
COMPLETE WHOLES VERSUS EXTRACTS
Scattered throughout the Ontario Readers are to be found extracts from larger works. These extracts are placed there primarily because they have some special literary value. They have fairly complete unity in themselves and can be treated in detail in a way that would be impossible with a whole story. The extract has an advantage over the whole, in that it repays intensive study, while, in many cases, such study of the whole work would not be worth while. It is considered better to give the pupil many of these passages where the author has shown his greatest art, rather than to allow one long work to absorb the very limited time which the pupil can devote to this subject. The study of the extract will have accomplished its mission if it induces the pupil to read the larger work for himself in later years. If the treatment by the teacher is made as interesting as it should be, it is hoped that the pupil will obtain such delight from, and be inspired to such enthusiasm by, these glimpses of literary treasures, that he will not be satisfied until he has enjoyed in their entirety such works as The Lady of the Lake , Pickwick Papers , Lorna Doone, The Mill on the Floss, Julius Cæsar , and It is Never Too Late to Mend . An extract may serve as an introduction to the choicest work of an author, may arouse an interest in his writings, and give the pupils a taste of his quality, but, unless it whets their appetites for the work as a whole, its chief purpose will not have been accomplished. These extracts cannot give a panoramic view of a great historical epoch. They do not require that sustained attention that relates today's readings with that of yesterday, and that takes a wider survey of many parts in their relation to a central theme. The larger work gives a culture and a liberal education, when it is treated in the proper manner, that is very different from the fragmentary knowledge of an author that would be gained by even the intensive study of many short extracts. The treatment of the extract, as we have said, must be minute; while the whole work should be subsequently read in a method that will be outlined later on under the head of Supplementary Reading.
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CORRELATION OF LITERATURE WITH NATURE STUDY, GEOGRAPHY, HISTORY, AND ART
Many of the lessons in the Ontario Readers should be preceded by preparatory work in geography, history, or nature study. Poems such as Jacques Cartier , The Charge of the Light Brigade , The Burial of Sir John Moore, and The Armada cannot be fully appreciated unless the historical setting is known. There are famous pictures that will increase the pupil's interest in these poems. In the lessons on art, there are studies of pictures that
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